Chemistry Instructor - Faculty

DESCRIPTION

This position is a full-time tenure track, 10-month classroom teaching assignment in the Math, Science, and Engineering Division. The current teaching load is 15 lecture hour equivalents per semester. Faculty are also responsible for 5 office hours per week and are expected to devote as much time as necessary to perform the professional responsibilities of the position. Participation in professional activities, curriculum development and campus committees is expected.

The teaching assignment may include courses offered in either onsite, online and/or hybrid format, evening and/or Saturday classes.

• Teach fifteen lecture hour equivalents per semester in Chemistry using various teaching methods including demonstrations and active learning strategies.
• Maintain five office hours per week, including regular posted office hours, which are accessible to students.
• Responsible for preparation time.
• Participate in faculty/division meetings; yearly program review; curricular planning, development, and implementation; student learning outcomes: data collection and writing action plans, program learning outcomes, development, assessment, and implementation; evaluation of educational programs; and college governance to advance the college's mission and strategic goals.
• Participate in faculty professional development and continuing education activities that are designed to maintain and develop currency in the field, pedagogy (for traditional and online teaching and learning), and student support strategies, especially as they relate to student equity initiatives.
• Maintain records of attendance, census, grades, etc.
• Provide an environment conducive to effective learning.
• Communicate effectively, both orally and in writing.
• Establish and maintain cooperative and effective working relationships with all employees and others encountered in the course of work.
• Demonstrate a sensitivity to, and understanding of, the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students.
• Travel between District locations is also expected.
• Experience using a learning management system (LMS).
• Performs other instructional-related duties as assigned.

• Master's degree in chemistry OR bachelor's degree in chemistry or biochemistry and Master's degree in biochemistry, chemical engineering, chemical physics, physics, molecular biology, or geochemistry OR the equivalent.
• Antelope College Equivalency:
  No Equivalency AND a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students (tit. 5 53024.1).

• Recent experience/knowledge teaching lecture & lab courses to historically underrepresented groups.
• Knowledge about or experience working with students who are underrepresented in higher academia, with the goal of reducing equity gaps.
• Teaching experience that reflects culturally responsive teaching practices.
• Ability to develop/implement research projects for science majors/degree programs.
• Knowledge of designing/implementing physics & engineering courses emphasizing hands-on, project-based learning.
• Commitment to using inquiry-based teaching methods and/or desire to participate in undergraduate research.
• Willingness to participate in outreach beyond the classroom.
• Competency to teach Organic Chemistry and contribute to instruction in Introductory and General Chemistry lecture and laboratory courses normally taught in a Community College or lower division of a college or university.
• Knowledge of and ability to introduce innovative methods and strategies including undergraduate research and interdisciplinary collaboration to instruction in chemistry.
• Knowledge of computational modeling software such as Spartan or WebMO.
• Experience with instrumentation, such as NMR, FTIR, GC/MS and HPLC.
• Previous college level teaching experience and/or graduate teaching assistantships in chemistry.
• Demonstrated use of student-engagement techniques (active learning, intrusive support, positive student…